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CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International General Certificate of Secondary Education

MARK SCHEME for the May/June 2015 series

0520 FRENCH (FOREIGN LANGUAGE)


0520/42 Paper 4 (Writing), maximum raw mark 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.


Page 2 Mark Scheme Syllabus Paper
Cambridge IGCSE – May/June 2015 0520 42

1 General Marking Notes

2 General Marking Principles

2.1 Crossing out:

(a) If a candidate changes his/her mind over an answer and crosses out an attempt, award a
mark if the final attempt is correct.

(b) If a candidate crosses out an answer to a whole question but makes no second attempt at it,
mark the crossed out work.

2.2 For Questions 2 and 3, if the candidate has written an answer in the space provided for that
purpose, you should ignore anything written anywhere else, unless:

(i) there is an indication from the candidate that other material should be considered

(ii) the candidate has continued their answer outside the space provided

(iii) there is no answer in the space provided.

2.3 Annotation used in the Mark Scheme and/or Marking:

(a) tc = ‘tout court’ and means that on its own the material is not sufficient to score the mark.

(b) BOD = Benefit of the Doubt and is used to indicate material considered by the Examiner and
judged to be more correct than incorrect: the benefit of the doubt is given to the candidate
and the mark is awarded.

2.4 No response and '0' marks

Award NR (No Response):


• If there is nothing written at all in the answer space or
• If there is only a comment which does not in any way relate to the question being asked (e.g.
'can’t do' or 'don’t know') or
• If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark).

Award 0:
• If there is any attempt that earns no credit. This could, for example, include the candidate
copying all or some of the question, or any working that does not earn any marks, whether
crossed out or not.

2.5 Optional questions: you must mark all questions attempted by the candidate. Where a question
has not been attempted then a NR must be entered. (For Question 3 only, after marking the
question(s) the candidate has answered, NR is populated automatically when you click on
‘Complete’.) Where the candidate attempts more than one of the alternatives in Question 3,
scoris will automatically only aggregate the candidate’s best result.

© Cambridge International Examinations 2015


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3 Detailed Mark Scheme

SECTION 1

Question 1

Candidates are required to list 8 items in French. Read all the items the candidate has listed and
award marks as follows:

• Select the most correct items up to a maximum of 5


• Award 1 mark for each correct item up to a maximum of 5
• Stop ticking once 5 items have been rewarded
• On Question 1, award marks for items wherever the candidate has written them
• If the candidate offers more than one word per line, award a mark for each acceptable item
(e.g. where candidate has linked two words as in boîte à crayons / boîte crayons = 1 tick;
however boîte et crayons / boite, crayons (candidate intends these as two items) = 2 ticks)

NB the pictures provided on the question paper are only suggestions.

Generic mark scheme for Question 1

• Mark for communication. Tolerate inaccuracies, provided the message is clear.

• Ignore definite / indefinite article, possessive adjective.

• Questionable spellings:

(i) Start by referring to sheet of examples in the mark scheme. Only refer to (ii) to (v)
below if no decision on the spelling you have encountered is recorded there.
(ii) ‘If in doubt, sound it out’: if you read what the candidate has written, does it sound like the
correct answer?
(iii) Look-alike test: does what the candidate has written look like the correct answer e.g. one
letter missing but no other word created.
(iv) If the first part of the word is correct, small errors in what comes next are less likely to
impede communication (unless they suggest another meaning).
(v) Where letters are transposed, the word is likely to communicate (unless another word has
been created).

• Once marking proper starts, if there are five clearly acceptable items, award marks
wherever these are in the list. This approach may allow questionable versions to be
ignored.

• Refuse all nouns which are repeated and which do not have a separate meaning:
o baskets, chaussures: award one mark to each item
o baskets, baskets de sport: award one mark for the first basket.

• Reject misspelt words which suggest a word with a quite different meaning, for example,
calculateur for calculatrice or agent for argent.

• Where nouns usually plural, accept singular and vice versa.

© Cambridge International Examinations 2015


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Session-specific instructions for Question 1: vous préparez votre sac pour aller à l’école – 8
objets à mettre dans votre sac

• Accept any item the candidate could put in a school bag.


• Accept clothing, toiletries, id documents.
• Accept a maximum of 1 food item and 1 drink item (accept the generic nourriture as the max
1 food item, accept the generic boisson(s) as the max 1 drink item).
• Accept livre + any subject only once (so livre de mathématiques = 1, but no further mark
for livre de géographie).

The following are examples. Accept any items the candidate could put in a school bag.

DO NOT ACCEPT ‘ORDINATEUR’ – IT IS THE EXAMPLE

Accept Accept Refuse

calculatrice / calculette calcultrice calcutier / calculatoire /


calculataire / caculatrie /
calculator / calculateur

stylo stilo(t) / bic

cahier cahiere / kaiyer / cahyez / cayer chahier


/ cayher / caiyey / caye

portefeuille / porte-monnaie argent / monnaie / billet / porte


de feuille / portefeille

short shot

livre liver / manuel libre / lire / maths tc

baskets chaussures* see below for


spelling of chaussures

trousse trosse / trouse tousse

crayon cryon

crayon de couleur (as is a


different item)

gomme gom(m) / gome gum /gume / gommage

devoirs

valise
cartable
case

© Cambridge International Examinations 2015


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boîte (à crayons / pour le sac (tc) / sac à crayons / sac à


déjeuner) stylos

telephone / portable

boisson (bouteille d’)(eau)

uniforme

lecteur MP3

nourriture/dejeuner

serviette

chaussettes

[Total mark for Question 1: 5]

Question 2

Candidates are required to answer the question. Read the whole answer and award marks as follows:

• Communication: award a mark out of 10, according to the instructions in 2.1


• Language: award a mark out of 5, according to the instructions in 2.2

2.1: award a mark out of 10 for Communication

Generic mark scheme for Communication (Question 2)

(i) Place the appropriate ‘numbered’ tick as close as possible to each relevant communication point
in the body of the answer without obscuring it.

(ii) Award ticks flexibly across the tasks for each piece of relevant information conveyed, up to a
maximum of 10. HOWEVER, each of the 4 tasks must be covered to get the 10 communication
marks:
• If 1 of the tasks is missing, the maximum communication mark is 9.
• If 2 of the tasks are missing, the maximum communication mark is 8.
• If 3 of the tasks are missing, the maximum communication mark is 7.

(iii) Add up the ticks to give a mark out of 10 for Communication.

(iv) For COMMUNICATION


• look for a verb (finite or infinitive) before awarding a mark. Lists without a verb will
not score.
• see Appendix II for rules on how to decide whether a verb is accurate enough to
convey meaning
• for language other than verbs, use ‘rules’ in Question 1: look alike, sound alike, etc.
• misplaced adjectives, negatives and adverbs will not usually compromise
communication.

© Cambridge International Examinations 2015


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(v) LISTS = a maximum of 3 marks for communication: lists of 1–3 items = 1 mark; lists of 4 items =
2 marks; lists of 5–6 items = 3 marks.
• Je joue au tennis, au basket, au volley et au foot (1 verb, therefore treat as list of 4
items: place one tick over «volley» (third item in list) and another tick over «foot» (fourth
item in list)
• Je joue au tennis. Je joue au basket. Je joue au volley (3 verbs therefore each piece of
information can score a separate communication mark)

(vi) Only reward each piece of information once


• J’aime jouer au foot (1 for activity). Je joue au football (no further tick for playing
football) avec mes amis (2 for «avec qui») 2 fois par semaine (2 for «quand»)
• J’aime jouer au foot (1 for activity) avec mes amis (2 for «avec qui») le mardi (2 for
«quand»). Je lis des livres (1 for different activity) avec mes amis (no further tick for
«avec mes amis») le week-end (2 for a different «quand»).

(vii) Do not penalise factual errors.

(viii) FOR (b) and (c), REWARD REASON EVEN IF MAIN CLAUSE IS NOT CLEAR

(ix) What the candidate writes may not follow the order of the tasks on the question paper – this is
fine

[Total mark for Communication (Question 2): 10]

© Cambridge International Examinations 2015


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Session-specific instructions for Communication marks (Question 2): mes loisirs

Tick Accept Refuse

1 Quels sont vos loisirs préférés? REASON FOR DOING THESE ACTIVITIES

REWARD: any activities Je fais beaucoup d’activités/loisirs («beaucoup de» is too vague)
No expression of preference required: Je déteste le foot / Je déteste regarder les films d’horreur (no ticks
• Je joue au foot / J’aime jouer au foot = 1 available for what candidate does not do)

Accept verb or noun which indicates a leisure activity: J’aime le fast-food (no tick as there is no activity)
• J’aime manger du fast-food = 1 / Je mange du fast-food = 1 J’aime les vêtements (no tick as there is no activity
• J’aime la photographie / J’aime le cyclisme / Je fais la lecture / Je Je fais de la photographe («photographe» is not an activity)
fais le shopping (all qualify for 1) Je fais de la sous-plongée («sous-plongée» does not
• J’aime faire de la photographie = 1 / J’aime lire de livres = 1 communicate)

Accept a verb + place which indicates a leisure activity: Je préfèr/prefer le football («préfèr» is not phonetic)
• Je vais au cinema / Je vais à la piscine / Je vais au gymnase

Reward general and specific activities:


• e.g. J’aime faire plusieurs sports*, le tennis, le badminton (1: for
a list of 3 activities) et le basket (1: for a fourth activity)
* ‘sports’ is a specific kind of activity

Remember:
• J’aime lire (1) jouer au foot (1) et regarder la télé (1) (3
verbs)
• J’ai beaucoup d’activités (no tick as too vague) comme jouer au
foot (1) et regarder la télé (1)

AWARD 1 FIRST. GO WITH THE CANDIDATE’S ORGANISATION OF THE ESSAY IN TERMS OF AWARDING 2. HOWEVER IF NOT
POSSIBLE TO FIND A 2, GO BACK AND SEE IF A 1 CAN BE REASSIGNED AS 2
• «Je participe dans l’équipe de basket de mon école» is an activity for 1 but if there were no other 2, it could be «avec qui»
• If candidate starts with «pendant mon temps libre je fais…» reward the activities with 1 unless otherwise indicated by what follows
• If candidate starts with «je préfère passer du temps avec mon père» reward as an activity with 1 unless otherwise indicated by what follows

© Cambridge International Examinations 2015


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Tick Accept Refuse

2 Dites quand et avec qui vous faites ces activités

REWARD separately: ‘when’ and ‘with whom’ Where the sport is done does not score an extra tick:
e.g. J’aime jouer au basket (1). Je joue au basket tous les jours
PLEASE NOTE: EXCEPTIONALLY FOR «QUAND» AND «AVEC (2) à l’école (no tick) (However remember that statements such
QUI» TO RECEIVE TICKS THEY DO NOT EACH NEED A VERB as «Je vais à la piscine» / «Je vais au cinéma» imply a leisure
e.g. J’aime jouer au tennis (1). Je joue au tennis (no tick for the activity and may be assigned as 1 depending on the context)
activity) avec mes amis (2) après l’école (2)

**These do not need to be the activities already mentioned by the


candidate**

Examples of what will qualify for «quand»:


• dans mon temps libre / souvent / tous les soirs / le mardi / après «normalement» does not count as «quand»
l’école / deux fois par semaine / quelquefois / d’habitude / hier /
jamais / rarement / en été etc.

• je joue au tennis tous les soirs après l’école (2) (candidate has
presented «tous les soirs après l’école» as a single notion)
• nous allons au centre sportif deux fois par semaine (2) et de
temps en temps nous faisons de la natation (2) (candidate has
presented two notions, each with a verb: going to the sports
centre twice a week is the first and swimming from time to time is
the second)

Examples of what will qualify for «avec qui» (the word «avec» «seulement» does not qualify as «seule»
may not appear):
• avec mes amis / seul(e) / dans une équipe / ma sœur et moi / etc.
• e.g. ‘ma sœur à le même âge que moi. Nous jouons au tennis
(2) (for «avec qui») le samedi (2) (for «quand»)

Reward specific examples of «quand»:and «avec qui»


• Je fais du shopping (1). Hier (2) (for «quand») j’ai acheté une
jupe avec ma mère (2) (for «avec qui»)

© Cambridge International Examinations 2015


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Tick Accept Refuse

3 • Préférez-vous faire des activités en famille ou avec des amis?


• Pourquoi?

Accept any number of preferences and any number of reasons Je préfère jouer des activités avec ma famille (‘jouer’ is not an
appropriate choice of verbs in terms of meaning)
ACCEPT (do not expect idea of preference):
• Je préfère faire des activités… / Je préfère nager… + avec
ma famille / des amis / ‘both’ / ‘neither’ / ‘mon père’ / ‘mon frère’ /
‘mon chien’
• Je fais des activités… / Je nage… + avec ma famille / des
amis / ‘both’ / ‘neither’ / ‘mon père’ / ‘mon frère’ / ‘mon chien’
• J’aime faire des activités… / J’aime nager… + avec ma
famille / des amis / ‘both’ / ‘neither’ / ‘mon père’ / ‘mon frère’ / ‘mon
chien’
• ‘I don’t know’
• ‘I like doing X with my sister (3) because I get on with her (3)
and I like doing Y with my dad (3) because he is good at it (3)’
• Je préfère jouer au tennis avec ma famille (3) parce ce que c’est
amusant (3) mais j’aime aussi faire du ski avec mes amis (3)

ACCEPT: any reason why/why not even if not clear with whom
candidate prefers to do activities

Examples of the sort of thing that will qualify as a reason («parce


que» may or may not appear):
• (parce que) mes parents travaillent
• (parce que) mes parents n’ont pas de temps libre
• (parce que) ma sœur parle avec ses amis
• (parce que) mon père voyage

© Cambridge International Examinations 2015


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Tick Accept Refuse

4 Dites quelle nouvelle activité vous voudriez essayer

LOOK FOR an indication that this is a new activity PLUS an


activity that candidate has not already mentioned.
Examples of what will qualify as an indication that this is a new
activity: Je vais nager tc / Je nagerai tc (do not convey idea of new activity)
• je veux faire/essayer…
• je voudrais faire/essayer… Je nage tc (no indication that this is a new activity – if it has not
• je veux/voudrais nager already been mentioned it can score 1 but remember no reason
• ma nouvelle activité est… is rewarded for 1)

Examples of activities: sports, hobbies, travel, any possible leisure


activities etc. (accept noun or verb)

ACCEPT ANY NUMBER OF NEW ACTIVITIES


IN ADDITION, REWARD ONE REASON for wanting to do ONE of the
new activities
• je veux faire de la planche à voile (4) parce que c’est amusant
(4)
• je n’ai pas essayé de l’équitation (4) et je veux l’essayer (4)
(activity candidate wants to try is horseriding and the reason is
that s/he has not tried it before)

© Cambridge International Examinations 2015


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2.2: award a mark out of 5 for Language

Generic mark scheme for Language (Question 2):

• Award a mark out of 5 for Language*, according to the Grade descriptors in the table below (see
Note on using mark schemes with Grade descriptors (last page of mark scheme)):

Grade descriptors for Language (Question 2)

5 Straightforward vocabulary and structure.


The style of writing is basic, but reasonably coherent.
Use of a limited range of verbs, generally successful.
More accuracy than inaccuracy.

4 Basic vocabulary and structure.


Some awareness of verb usage, but inconsistent.
The writing is sufficiently accurate for meaning to be conveyed.

3 Very basic vocabulary and structure.


Little awareness of verb usage (e.g. infinitives regularly used instead of finite verbs).
Despite regular errors, the writing often conveys some meaning.

2 A few phrases or short sentences are accurate enough to be comprehensible. Very simple
sentence structure.

1 Disjointed words or short phrases, one or two of them accurate enough to be


comprehensible.

0 One or two disjointed words or short phrases may be recognisable.

[Total mark for Language (Question 2): 5]

*Consider the whole answer when awarding mark for language

© Cambridge International Examinations 2015


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SECTION 2

Question 3

Candidates answer 1 question from a choice of 3. Read the whole answer and award marks as
follows:

• Communication
award a mark out of 10, according to the instructions in 3.1
• Language:
award a mark out of 8 for Verbs, according to the instructions in 3.2
award a mark out of 12 for Other linguistic features, according to the instructions
in 3.3.

3.1 – award a mark out of 10 for Communication

Generic mark scheme for Communication (Question 3):

(i) There are 5 relevant communication points per question, each worth a maximum of 2 marks.

(ii) For each relevant communication point, use the appropriate numbered tick and place up to 2 of
these ticks as close as possible to each relevant communication point (in the body of the answer).

2 ticks Message clearly communicated. Minor errors (adjective endings, use of prepositions
etc.) are tolerated.

1 tick Communication of some meaning is achieved, but the message may be ambiguous or
incomplete.

0 ticks Nothing of worth communicated.

(iii) Look for a verb before awarding a mark for communication. See Appendix II for rules on how
to decide whether a verb is accurate enough to convey meaning. A finite verb (or phonetic
version etc.) gives access to 2 marks, a non-finite verb (infinitive/past participle etc.) gives access
to 1 mark.

(iv) Add up the ticks to give a mark out of 10 for Communication.

[Total mark for Communication (Question 3): 10]

© Cambridge International Examinations 2015


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Session-specific instructions for Communication marks (Question 3):

Question 3(a): Vous avez décidé de changer vos habitudes pour être plus en forme (letter)

Tick Accept Mark

1 Dites quand vous avez décidé de changer vos habitudes [2]

INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ALLOW ANY


SENSIBLE PERIOD OR MOMENT IN TIME
(for communication only, any past tense is acceptable)

Accept a specific time reference:


• e.g. La semaine dernière…/le mois dernier…/hier…/samedi… + e.g. j’ai changé
mes habitudes / j’ai commencé à faire du sport

Accept a triggering event as when the candidate decided to change their habits:
• e.g. My neighbour fell ill. I decided to make some changes
• e.g. I went to see my doctor. I decided to change my habits
• e.g. I had backache and decided to change my habits

Accept for 1 communication mark:


La semaine dernière je changez mes habitudes («changez» is part of an acceptable
verb («changer») but is the wrong part/time frame)
La semaine prochaine je vais changer mes habitudes («vais changer» is part of an
acceptable verb («changer») but is the wrong time frame)

REFUSE: J’ai decidé de changer vos habitudes = 0

2 Pour quelles raisons avez-vous pris cette décision [2]

FOR 2 COMMUNICATION MARKS ALLOW ANY SENSIBLE REASON IN AN


APPROPRIATE TENSE
(if a past tense is used: for communication only, any past tense is acceptable)

The reason will not necessarily be introduced by «parce que»:


• (J’ai pris cette décision parce que) je mange trop de sucreries
• (Je dois changer mes habitudes parce que) (mes amis me disent que) je mange
trop de fast-food
• (Je vais manger moins de sucreries parce que) je suis gros

REFUSE: «…pour être plus en forme» as the reason (this is part of the question)

© Cambridge International Examinations 2015


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3 Décrivez votre nouvelle routine (le week-end) [2]

FOR 2 COMMUNICATION MARKS ALLOW ANYTHING SENSIBLE THE


CANDIDATE DOES AS PART OF A MORE HEALTHY LIFESTYLE IN AN
APPROPRIATE TENSE (COULD BE PAST, PRESENT OR FUTURE)

Look for an indication that the candidate is talking about a change/new routine,
eg:
• Maintenant je joue au foot
• Maintenant je vais jouer au foot
• Pour ma nouvelle routine je joue au foot
• Pour ma nouvelle routine j’ai joué au foot
• Pour ma nouvelle routine je vais jouer au foot
• La semaine prochaine je jouerais au foot

REFUSE : ma nouvelle régime est différente tc (not enough information)

4 Quelles sont les réactions de vos ami(e)s en voyant vos efforts [2]

FOR 2 COMMUNICATION MARKS ALLOW ANY SENSIBLE REACTION IN AN


APPROPRIATE TENSE

• ils sont contents


• ils pensent que c’est bien
• ils vont faire du sport avec moi

Should be friends’ reaction: e.g. ils…, mes copains…, mes amies…, tout le monde…

5 Fifth communication mark to be awarded flexibly for extra detail, given in a [2]
statement/clause containing a finite verb, relating to EITHER Tick 2, Tick 3, OR Tick
4

(Apply the rules for the relevant task when awarding Tick 5

© Cambridge International Examinations 2015


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Question 3(b): – Vous avez fait un long voyage en train/bus (accept métro/car)

Tick Accept Mark

1 Décrivez le voyage (par exemple: où? quand? avec qui?) [2]

INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ACCEPT ANY


DETAIL RELATING TO THE JOURNEY (DOES NOT HAVE TO BE ONE OF THE
SUGGESTIONS)
(for communication only, any past tense is acceptable)

Do not reward method of transport: j’ai voyagé en bus / en train / en metro / en


car / J’ai choisi les transports en commun

Assume the candidate’s description relates to the journey unless the description could
not apply to a bus/train journey or the candidate makes it clear they are describing
what happened after arrival at destination and not on the journey

Accept: destination of journey


Accept: when they made the journey
Accept: with whom they made the journey

Accept description of what happened during the journey before arrival at destination
• how they spent the time: watching tv etc.
• what they see through the window: j’ai regardé le paysage

Accept purpose of the journey


• pour voir les monuments
• pour visiter mes grands-parents (tolerate ‘visiter’ in this context for
communication but do not reward the tick for the verb)

Accept opinion/reaction to the journey by bus/train


• C’était ennuyeux
• C’était amusant
• J’ai fait un long voyage / Le voyage était long

Award 1 communication for an inappropriate time frame, e.g.:«La semaine prochaine


je vais faire un voyage pour voir le Taj Mahal parce que le Taj Mahal est magnifique»
• «(La semaine prochaine) je vais faire un voyage pour voir le Taj Mahal» = 1
communication mark (correct verb in terms of meaning / wrong tense)
• («je vais faire» does not score a tick for the verb, «voir» does score a tick as it
would still have been correct if the initial verb were correct and «est» scores as
this is a generality and the present tense is correct)

REFUSE
Le voyage était fatigué = 0 («le voyage était fatigant» = 11)

© Cambridge International Examinations 2015


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2 Further description of the trip [2]

INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – ACCEPT ANY


FURTHER DETAIL RELATING TO THE TRIP (DOES NOT HAVE TO BE ONE OF
THE SUGGESTIONS)
(for communication only, any past tense is acceptable)

• See Tick 1 instructions for how to award Tick 2

3 Préférez-vous le train ou le bus? [2]

FOR 2 COMMUNICATION MARKS LOOK FOR A SENSIBLE RESPONSE IN AN


APPROPRIATE TENSE

Accept: ‘I prefer the train/bus’ / ‘I like both’ / ‘I like neither’ etc.

«Je prefer/préfèr le train» = 0 («prefer/préfèr» is not a part/form or a phonetic version


of a part/form of the verb «préférer»)

4 Expliquez pourquoi? [2]

FOR 2 COMMUNICATION MARKS ALLOW ANY SENSIBLE REASON IN AN


APPROPRIATE TENSE

Reward the reason even if it is not clear which method of transport the candidate
prefers – look for a positive or negative statement:

The reason will not necessarily be introduced by «parce que»:


• (parce que) le train est plus rapide/vite
• (parce qu’) il y a des toilettes dans les trains
• (parce que) le bus est moins confortable/comfortable

5 À l’avenir, voudriez-vous acheter une voiture? Expliquez pourquoi/pourquoi [2]


pas

Ignore attempts: at «Je voudrais acheter…»/«Je ne voudrais pas acheter…»

FOR 2 COMMUNICATION MARKS ALLOW ANY SENSIBLE REASON IN AN


APPROPRIATE TENSE

The reason will not necessarily be introduced by «parce que» – look for a positive or
negative statement:
• (parce que) la voiture est très rapide/vite
• (parce qu’)il y a des hommes dans le bus
• (parce que) c’est (trop) cher

© Cambridge International Examinations 2015


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Question 3(c): pendant les grandes vacances votre mère a eu un accident et elle s’est cassé la
jambe (continuation of story)

Do not award marks in any category for the introduction provided on question paper when it appears
at the beginning of the essay …la semaine dernière, Maman s’est cassé la jambe. Alors moi, j’ai dû
aider à la maison…

Accounts of the accident DO NOT qualify for Tick 1, Tick 2, Tick 3. We do award Tick 4 and Tick 5 for
reactions to the accident as well as to the helping at home so it may be possible to reward reactions
in such pieces. Indicate irrelevant material with the wavy downrule. Do not award marks for verbs in
such material. Award marks for Other linguistic features for the whole piece. Consult your Team
Leader.

Tick Accept Mark

1 Décrivez ce que vous avez fait pour aider à la maison [2]

INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – LOOK FOR


ANYTHING SENSIBLE THE CANDIDATE DID TO HELP AROUND THE HOUSE
(for communication only, any past tense is acceptable)

Reward jobs the mother would have done, which could include childcare outside the
home
• J’ai fait/Je faisais la vaisselle
• J’ai fait des courses
• J’ai emmené mon frère à l’école

Refuse general statements such as «j’ai tout fait» «je suis resté à la maison avec ma
mère» = 0

2 Further description of what the candidate did to help at home [2]

INSIST ON PAST TENSE FOR 2 COMMUNICATION MARKS – LOOK FOR A


FURTHER THING THE CANDIDATE DID TO HELP AROUND THE HOUSE
(for communication only, any past tense is acceptable)

Follow the rules for Tick 1

3 Description of what the candidate DID / IS DOING / WILL DO to help at home [2]

FOR 2 COMMUNICATION MARKS LOOK FOR A FURTHER THING THE


CANDIDATE DID / IS DOING / WILL DO TO HELP AROUND THE HOUSE
(IF a past tense is used: for communication only, any past tense is acceptable)

Reward jobs the mother would have done, which could include childcare outside the
home
• Je fais/Je ferai/Je faisais la vaisselle
• Je fais/Je vais faire/J’ai fait des courses

Refuse general statements such as «j’ai tout fait» «je suis resté à la maison avec ma
mère» = 0

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4 Donnez vos réactions et les réactions de votre famille à ces événements [2]

ALLOW POSITIVE OR NEGATIVE REACTION EXPRESSED IN AN APPROPRIATE


TENSE
Do not insist on past tenses for two communication marks, e.g. allow statements such
as Ma mère est très fière de moi etc., Mon père est très content, Ma mère est triste

Expect opinions/emotions
Reactions can be to the fall as well as to what the candidate does to help

• C’était fatigant et c’était difficile = 44 and 55


• C’était mauvais / C’était pas mal 44 (C’était mal 4)
• C’était cool / C’était super

J’étais fatigué = 44


J’étais fatigue = 4
Je suis fatigue = 4
J’étais fatigant = 0

For Tick 4 and Tick 5, allow EITHER 2 family (including mother) reactions OR 2
candidate reactions OR 1 of each

Remember:
• C’était amusant. C’était formidable = 2 communication marks (each statement
has a verb, even if it is the same one)
• C’était amusant et formidable = 1 (a list with one verb)

5 FURTHER REACTION FROM CANDIDATE OR FAMILY [2]

ALLOW POSITIVE OR NEGATIVE REACTION EXPRESSED IN AN APPROPRIATE


TENSE

Follow the rules for Tick 4

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3.2 – award a mark out of 8 for Accurate use of verbs

Generic mark scheme for Accurate use of verbs (Question 3):

(i) Place a tick above the first occurrence of each correct verb, up to a maximum of 18 ticks (details
of how to award ticks are provided below).
(ii) Place the tick so that it does not obscure the acute accent on a past participle.
(iii) Convert the total number of ticks to a mark out of 8 using the Conversion table below.

Conversion table for Accurate use of verbs (Question 3)

Number of ticks Mark .

18+ 8

16,17 7

14,15 6

12,13 5

10,11 4

8,9 3

6,7 2

4,5 1

0,1,2,3 0

[Total mark for Accurate use of verbs (Question 3): 8]

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• How to award ticks for Accurate use of verbs (Question 3)

(a) Subject (noun or pronoun) + any finite verb


• both subject and verb must be correct for the verb to score a tick
• verb must be in the appropriate tense to score a tick
• inaccuracies in the use of accents are ignored except for in the case of –er verbs and
être where there must be an accent on the past participle in a compound tense, and
the absence of such an accent in the present tense
• do not tick verbs contained in the ‘letter etiquette’: appropriate beginnings and
endings to letters are considered for reward under Other linguistic features.

Tick No tick Note


Je suis ()
J’aime () Je aime (no tick) «Je n’aime () (pas) le
camping»
Je ne aime () pas treat as misuse of negative, not
misuse of verb: verb is ticked
Il est allé () Il est allée (no tick) insist on correct agreement
Les proffesseurs sont (no tick) incorrect subject
gentils
Le voiture s’est approché (no incorrect subject
tick)
Les nouveau professeurs sont «Les professeurs» is the subject
() gentils and is correctly spelt. The
incorrect adjective does not
prevent the tick being awarded
Les invites sont arrivés () missing accent on noun does
not prevent tick being awarded
Les invités sont arrives (no tick) past participle must have accent
for tick to be awarded; though
grave is tolerated
La site que j’ai adoré () despite wrong gender of noun
the verb is correct
La site que j’ai adorée gender of noun wrong; «site» is
not a feminine noun, therefore
verb should not agree and is not
ticked
Le site j’ai adoré () «que» clauses where the «que»
is missing: tick the verb; take
absence of «que» into account
when awarding mark for Other
linguistic features
Mon frère a () sept ans. Il y a for «il y a/avait», allow the
() 30 enfants dans sa classe impersonal use to count as an
extra

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With direct and indirect object pronouns


Tick No tick Note
Je l’aime ()
Je le joue () Je se joue (no tick) «jouer» is not a reflexive verb
Je lave () les voitures Je me lave (no tick) les voitures «laver» should not be used
reflexively in this statement
Je t’ai dit ()
J’ai te dit () basic verb formation is correct
Je les ai achetés () Je les ai acheté (no tick) past participle must agree in
number and gender with
preceding direct object for verb
tick to be awarded

With «y» and «en»


Tick No tick Note
J’y vais () / Elle en achète ()
Je vais y () en voiture correct «je vais» scores despite
incorrect position of «y»
Elle achète () en correct «elle achète» scores
despite incorrect position of
«en»

Passive
Tick No tick Note
Elle a été attrapée ()
Les vélos ont été vendus ()

Reflexive
Tick No tick Note
Elle s’est levée () Elle est se levée (no tick)
Je me lave () les mains
Je me suis réveillé () et j’ai correct use of a reflexive and
réveillé () ma mère non-reflexive verb can both be
credited

Impersonal
Tick No tick Note
Il y a () «Ilya» () all right letters and in
right order (by same rule «yatil»
also gains a tick)
«Il y a» does not score in
expressions meaning ‘ago’
Est-ce que ()

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With negative
Tick No tick Note
Ils ne jouent pas () tick is awarded for the correct
Ils ne pas jouent () verb; the negative is considered
for reward in ‘Other linguistic
Je ne aime () pas features’

Sequence of tenses
Tick No tick Note
Si j’avais () le choix je
voudrais ()
Si j’ai eu (no tick) le choix je if sequence is incorrect, both
voudrais () verbs cannot be rewarded
Quand j’ai fini (no tick) de in time clauses, the pluperfect
déjeuner () je suis sorti () must be used for the verb to be
Quand j’avais fini () de rewarded. In other cases the
déjeuner () je suis sorti () perfect is acceptable

Single auxiliary with multiple past participles


Tick No tick Note
Nous avons chanté () et dansé Nous avons chanté = tick; Nous
() avons dansé = tick

Correct verb within meaningless statement


Tick No tick Note
La journée est () longue La journée est (no tick) do not reward correct verb in a
intelligente meaningless statement

(b) Imperative

Tick No tick Note


Viens ()
Ne touche pas ()

(c) Interrogative

Tick No tick Note


Tu viens? () / Tu viens. () question mark not required for
mark to be awarded
Est-ce que () tu viens(?) ()
Comment ça va(?) ()

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(d) Infinitive

Tick No tick Note


Je veux () sortir ()
Je veut (no tick) sortir () award tick for any correct
dependent infinitive, even if
main verb is incorrect / in the
wrong tense
Je veux () sortier (no tick)
Il a commencé () à pleuvoir
()
Il a commence (no tick) à
pleuvoir ()
Il a commencé () de pleuvoir
(no tick)
J’ai essayé () de travailler ()
Il m’aide (no tick) à préparer le past tense required by the task:
repas () main verb is in the wrong tense
but dependent infinitive is
correct and is ticked
Visiter () d’autres pays est ()
important
Sans hésiter () Sans hésité (no tick)
Je veux () sortir () parce que je veux can only score once, but
je veux (no tick) aller () aux different infinitives can each
magasins score if correct
Après être arrivé(e) () il/(elle) a
mangé () un sandwich
Après être sorti il a commencé the subject of the perfect
() à pleuvoir () infinitive is not the subject of the
main verb
Après avoir mangé () je suis
sorti ()

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Ticking forms of the verb in the future: is the future tense appropriate to the task?
Tick No tick Note
Nous allons () jouer () au
tennis in all these cases the future
Je vais () regardé (no tick) un tense is appropriate to the task
film on the question paper so both
the finite verb and the infinitive
Elle vas (no tick) arriver () ce are ticked in the normal way
soir
Je vais (no tick) aller (no tick) en task is: what did you do last
ville weekend? Future tense is not
appropriate therefore do not tick
either verb

(e) Inversion

Tick No tick Note


«…» a-t-il dit () … a-t-il dis (no tick) accept both normal word order
and inversion after direct
«…» il a dit ()
speech
Viens-tu () / Viens tu ()

(f) Participle (past or present)

Tick No tick Note


En arrivant ()
Ayant fini ()
Une fois arrivé ()

(g) Reward only the first occurrence of a verb, e.g.

• J'aime () la natation. J'aime (no tick) aussi le tennis


• J'aime () la natation. Je n’aime (no tick) pas le tennis
• Dans ma région il y a () des montagnes et des rivières. Il y a (no tick) aussi des…

However,

• Je préfère () la natation et mon frère préfère () le tennis – 2 different persons of the verb
• Mon frère préfère () la natation et ma sœur préfère (no tick) le tennis – both third person
usage
• Elle est () fâché, ce n’est (no tick) pas amusant – both third person usage
• Je me suis réveillé () et j’ai réveillé () ma mère: correct use of a reflexive and non-
reflexive verb can both be credited
• Mon frère a () sept ans. Il y a () 30 enfants dans sa classe: with «il y a/avait» allow the
impersonal use to be credited as an extra (the same applies to «est-ce que» and «il/elle
est»)

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3.3 – award a mark out of 12 for Other linguistic features

Generic mark scheme for Other linguistic features (Question 3):

(i) Do not consider accuracy of verbs for your assessment of Other linguistic features, but
do bear in mind idiomatic and/or particularly judicious choice of verbs.
(ii) Award a mark out of 12 for Other linguistic features according to the Grade descriptors in
the table below (please see Note on using mark schemes with Grade descriptors
(Appendix I)).
(iii) Use the highlighter marking tool to highlight the first new use of any correct usage.
Use the highlighter marking tool to underline a creditable attempt at a structure.
This annotation is intended to help you arrive at an appropriate mark. Therefore, the kinds of
things you highlight/underline will vary according to the quality of work, e.g. for a mark of 7/8
or above to be awarded the assumption is that ‘spelling of common words, genders,
adjectival agreements and basic prepositions are almost always correct’ so annotation will
focus on the degree of success with more complex language.

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Grade descriptors for Other linguistic features (Question 3)

11–12 • Uses a wide range of structures effectively; produces longer, fluent sentences with
ease.
• Highly accurate at this level, though not necessarily faultless.
• Makes effective use of a wide range of vocabulary fully appropriate to the task.

9–10 • Attempts a range of structures with a good degree of success.


• More complex language usually error-free^^.
• Uses a variety of relevant vocabulary at this level.

7–8 • In control of simple structures. Varied success with more complex structures.
• Accuracy is fairly consistent throughout*. Errors may occur when more ambitious
language is attempted.
• Has sufficient vocabulary to add some interest to the writing.

5–6 • Attempts more than basic structures.


• On balance, the work is more accurate than inaccurate.
• Straightforward vocabulary relevant to the task.

3–4 • Reliant on basic structures.


• Some examples of correct language. Meaning usually conveyed.
• Basic vocabulary.

1–2 • A few phrases or short sentences are accurate enough to be comprehensible. Very
simple sentence structure.

0 • One or two disjointed words or short phrases may be recognisable.

^^subordinate clauses, linking words, object pronouns, comparative adjectives/adverbs, strong


negatives usually error free.

*spelling of common words, genders, adjectival agreements and basic prepositions are almost
always correct.

(i) Consider the extent to which the following are used correctly and appropriately when assessing
the candidate’s control of structures:

• Subordinate clauses, including car / parce que, qui and que (relative pronouns), ce qui and
ce que. Indirect or reported speech (il a dit que, je pense que). Time clauses with quand,
pendant que etc. and si (= if)
• Object pronouns (il m’a dit) and ‘strong’ pronouns (chez nous etc.)
• Conjunctions other than et and linking words (e.g. cependant, malheureusement, toutefois)
• Prepositions – Time: depuis, pendant, pour, du… au… etc. / – Place: en, dans etc.
• Negatives, especially strong forms
• Adverbs
• Adjectives, including possessives and demonstratives. Also comparatives and superlatives
• Expressions of quantity
• Partitive articles, especially de after negative, use of du, de la, des
• Appropriate use of politesses in the letter.

[Total mark for Other linguistic features (Question 3): 12]

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Appendix I

Note on using mark schemes with Grade descriptors

It is important that you award marks positively. In order to ensure that you reward achievement rather
than penalise failure or omissions, you should start at the bottom of the mark scheme and work
upwards through the descriptors when awarding marks.

You should adopt a ‘best fit’ approach. You must select the set of descriptors provided in the mark
scheme that most closely describes the quality of the work being marked. As you work upwards
through the mark scheme, you will eventually arrive at a set of descriptors that fits the candidate’s
performance. When you reach this point, you should always then check the descriptors in the band
above to confirm whether or not there is just enough evidence to award a mark in the higher band.

For example, when marking Question 3 you may find that a candidate uses a variety of relevant
vocabulary but has varied success with more complex structures. In such cases, you will need to
award a mark that takes into account both the strengths and weaknesses of the piece of work.

To select the most appropriate mark within each set of descriptors, use the following guidance:

• If most of the descriptors fit the piece (and after you have considered the band above), award the
top mark in the band.
• If there is just enough evidence (and you had perhaps been considering the band below), award
the lowest mark in the band.

Note on irrelevant material

In the case of a deliberately evasive answer which consists entirely of irrelevant material exploited in
defiance of the rubric, a score of 0 is given. This is extremely rare.

A genuine attempt to answer the question which fails due to a misunderstanding of the rubric will
normally lose Communication marks but will score for Language. You should consult your Team
Leader.

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Appendix II: Communication

Rules on how to decide whether a verb is accurate enough to convey meaning

Communication
• an attempt at a verb is required for any communication mark to be awarded
• for QUESTION 2, candidates score 1 or 0 marks for each piece of relevant information they
communicate. For a sentence/phrase to be considered for the award of a mark for
communication, the verb must meet or go beyond the criteria outlined in B
• for QUESTION 3, candidates score 2, 1 or 0 marks for communicating each task. For the
criteria the verb must fulfil in order for a sentence/phrase to be considered for the award of 2
marks for communication, see A below. For the criteria the verb must fulfil for a
sentence/phrase to be considered for the award of 1 mark for communication, see B below.
• where a verb fits the criteria for C, the mark for communication is 0
• although some allowances are made for faulty verbs when awarding COMMUNICATION
marks (see below); in order for a verb to score a LANGUAGE tick, it must be correct
• ‘ticks’ for communication are to be placed just above the end of the qualifying
sentence/phrase

A QUESTION 3 ONLY: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS


AND THE TIME FRAME IS APPROPRIATE 2 communication marks are awarded in the
following cases

(i) For 2 communication marks: accept a Present where a Future context is apparent
L'an prochain je voyage en France = 2 for (Je voyage receives a tick for verb)
communication.
(ii) For 2 communication marks: accept the use of a Future when a Conditional would be
correct and vice versa

(iii) For 2 communication marks: accept a 'phonetic version' of the correct time frame
J'ai passer/passez les vacances = 2 for (Il a commencé à joue = 1 for communication
communication – joue is not phonetic)
Les gens pense/pensait que = 2 for
communication
Il a commencé à joué = 2 for communication
(iv) For 2 communication marks: accept the use of any past tense when a past is required,
even when a different past tense would be grammatically correct or appropriate
Allow Perfect, Imperfect, Pluperfect or Past
Historic. Ignore inconsistency of the Perfect
and Past Historic if it occurs
(v) Use of avoir with a past participle when être is correct: award 2 communication marks
J’ai resté en France = 2 marks for However the use of être when avoir is correct
communication = 1 communication mark, e.g. Je suis
mangé la pomme (see B (iii))

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(vi) Errors of accent: award 2 communication marks (e.g. il va telephoner = 2; il commencais


= 2; j’achete = 2), except in the following cases
For 2 communication marks, insist on the Il a joue = 1 for communication (as an
accent on a past participle of –er verbs attempted perfect tense)
Il joué = 1 for communication (as an
attempted present tense)
For 2 communication marks insist on an Il était fatigue = 1 for communication
accent when an adjective is also a past Il être fatigue = 1 for communication
participle Il et fatigue = 1 for communication
For 2 communication marks, tolerate a grave Il a jouè = 2 for communication
accent for an acute accent
(vii) Errors of punctuation: award 2 communication marks in spite of errors of punctuation
Jai fait… = 2 for communication in spite of In addition jai fait scores a tick for the verb
missing apostrophe
(viii) Errors of elision: award 2 communication marks in spite of errors of elision
Je aime… / Je habite… = 2 for Je aime / Je habite: no tick for the verb as
communication in spite of missing elision elision has not been made
(ix) Single consonant where there should be double and vice versa: award 2 communication
marks
J’appele / J’apelle / J’apele / J’appelle ma J’appelle ma mere au telephone = tick for the
mère au téléphone = 2 for communication verb
(x) In complex sentences, reward communication based on the verb in the subordinate
clause and reward according to the normal rules (it is the information in the subordinate
clause which fulfils the task)
Mon ami a dit qu’il avait mal au genou = 2 for However, Mon ami a dit qu’il a mal au genou
communication (in addition both verbs can = 1 for communication (see B(viii)) (in
receive a tick) addition first verb can receive a tick)
Mon ami annonce (wrong tense) qu’il avait Mon ami a dit qu’il mal au genou = 0 for
mal au genou = 2 for communication (in communication (no verb in subordinate
addition second verb can receive a tick) clause) (first verb can receive a tick)
Je pensais que j’étais malade = 2 for However:
communication (in addition both verbs Je pensais qu’il pleut = 1 for communication
receive a tick) (see B (viii))
Je pensais que j’avais malade = 0 for
communication (see B (iv))
(In both cases, first verb can receive a tick)
(xi) Use of a verb in the ‘indicative’ where a subjunctive would be expected: award 2
communication marks
Il faut que j’aille chez ma grand-mère = 2 for
communication (plus both verbs receive a
tick)
Il faut que je vais chez ma grand-mère = 2 for
communication (plus both verbs receive a
tick)

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(xii) Treat the verbs retourner, revenir and rentrer as synonyms: award 2 communication
marks

(xiii) «ne» omitted in a negative statement: award 2 communication marks


J’aime pas la biologie = 2 for communication However Je n’aime la biologie = 1 for
(in addition, the verb receives a tick) communication (see B (ix)) (verb receives a
tick)

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B QUESTION 2 AND 3: where THE VERB IS APPROPRIATE IN THE MEANING IT CONVEYS


but is flawed in the following ways, the message is partially conveyed, and 1
communication mark will be awarded:

(i) The candidate has produced a correct spelling of an inappropriate form/part/tense of an


appropriate verb: award 1 communication mark
Task: where did you go on holiday. In all these cases, passer is an appropriate
Candidate writes: choice of verb in terms of meaning.
Je passe les vacances en France The task (‘where did you go on holiday’)
Je passons les vacances en France requires a past tense (or phonetic version of a
Je passé les vacances en France past tense) for 2 communication marks to be
Je vais passer les vacances en France awarded: these versions do not meet this
Je suis passer les vacances en France requirement.
J’irons en France However, in all these cases the candidate has
Je allez en France produced an existing part/tense/form of what
J’aille en France is an appropriate verb and therefore 1
Je vas en France communication mark is awarded

All score 1 mark for communication Ticks are not scored for these verbs
Task: how did you and your friends react?
Candidate writes:
Mes amis est contents
J’été triste
Ils avons pleure
All score 1 mark for communication
Task: what do you want to eat for lunch.
Candidate writes.
Je veux mange un sandwich = 1 for Je veux = tick for verb
communication
Task: what will you do next year.
Candidate writes:
L'an dernier je voyage en France = 1 for …je voyage… verb is not rewarded as there is
communication no future context (e.g. L’an prochain…)
L'an dernier je vais voyager en France = 1 for …je vais voyager… scores 2 ticks for verbs (je
communication vais, voyager) as the task requires a future
L'année prochaine j’allait en ville = 1 for …j’allait… verb does not receive a tick
communication (if the task required a past
tense, J’allait en ville tout court could score
2 for communication as a phonetic rendering
of J’allais en ville)
L’année prochaine j’aille en ville = 1 for L’année prochaine j’aillait en ville = 0 for
communication (aller is an appropriate verb, communication (aillait is not any part of the
aille is a form of the verb aller (subjunctive)) verb aller)

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(ii) The candidate has produced a phonetic spelling of an inappropriate form/part/tense of


an appropriate verb: award 1 communication mark
Task is to say what s/he enjoyed doing on J’amie (le tennis) = 0 for communication (amie
holiday. Candidate writes: J’aim le tennis = is not any form/part/tense of the verb aimer)
1 for communication (phonetic version of the
incorrect tense (j’aime) of an appropriate
verb)
Task is to say how s/he got home. Candidate Je prendais le bus = 0 for communication
writes: Je prennez le bus = 1 for (prendais is not any form/part/tense (nor a
communication (phonetic version of an phonetic version thereof) of the verb
incorrect part/tense (Je prenez) of an prendre)
appropriate verb)
(iii) Use of être as the auxiliary when avoir would be correct: award 1 communication mark
(see also A (v))
Je suis mangé la pomme = 1

(iv) Use of être instead of avoir in some clearly defined idiomatic phrases: award 1
communication mark
J’étais peur = 1 (no tick for the verb)
J’étais soif = 1 (no tick for the verb)
J’étais faim = 1 (no tick for the verb)
Elle était cinq ans = 1 (no tick for the verb)
However
Elle est les cheveux gris = 0
J’avais fatigué = 0
J’avais malade = 0
(v) Manger, nager, ranger etc. – ‘e’ missing from nous form and imperfect: award 1
communication mark
Je mangais des pommes = 1 (no tick for the Je mang des pommes = 0
verb)
Nous nagons après l’école = 1 (no tick for the
verb)
(vi) The following commonly seen inappropriate usages: award 1 communication mark
Accept for 1 mark Refuse
il est beau for il fait beau
j’ai écouté un bruit for j’ai entendu un bruit
c’est chaud for il fait chaud
j’ai fait une promenade à l’école for je suis allé
à l’école à pied
j’ai regardé un accident for j’ai vu un accident j’ai regardé pour mon sac for j’ai cherché mon
sac
(vii) The following commonly seen mis-usages: award 1 communication mark
il et (venu me voir)
je return(e) etc. (accept returner for retourner)
je s’appelle (Carole) However, Il m’appelle (Carole) when the
candidate is trying to give his/her own name
= 0 as nothing of worth is communicated

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(viii) In complex sentences, consider the verb in the subordinate clause when awarding the
mark for communication and reward according to the normal rules (see also A (x))
Mon ami a dit qu’il a mal au genou = 1 for il a mal au genou, contains an appropriate
communication verb in the wrong time frame which is
awarded 1 mark for communication (in
addition, first verb receives a tick)
Je pensais qu’il pleut = 1 for communication The subordinate clause, qu’il pleut, contains
an appropriate verb in the wrong time frame
which is awarded 1 communication mark
according to the usual rules) (in addition,
first verb receives a tick)
(ix) «pas», or equivalent, is omitted in a negative statement = 1 for communication
Je n’aime la biologie = 1 for communication However J’aime pas la biologie = 2 for
(verb receives a tick) communication (in addition, the verb
receives a tick)

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C QUESTIONS 2 AND 3: award 0 communication marks in the following cases:

(i) No attempt at a verb = 0 for communication


je pied à l’ecole = 0 for communication However, je travail à l’école (in response to
je promenade mon chien = 0 for Qu’est-ce que vous faites à l’école?) = 2 for
communication communication because travail works
il pluie = 0 for communication phonetically
(ii) The verb attempted delivers a message different from the desired one = 0 for
communication
mon père a un prof for mon père est prof = 0
for communication
j’ai travaillé en Australie for j’ai voyagé en
Australie = 0 for communication
il pleure for il pleut = 0 for communication
(iii) The attempt at the verb is not a part/form of an appropriate verb or a phonetic rendition
thereof = 0 for communication
L’année prochaine j’aillait en ville = 0 for
communication (aillait is not any part of the
verb aller)
Je prendais le bus = 0 for communication
(prendais is not any part of the verb
prendre)
J’amie (le tennis)
J’alle au cinema
Je m’apple Carole
(iv) There are two subjects = 0 for communication
il j’aime = 0 for communication

© Cambridge International Examinations 2015